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Fostering deep and elaborative learning and generic(soft) skill development: the strategic use of case studies in accounting education

Boyce, Gordon, Williams, Sarah, Kelly, Andrea and Yee, Helen 2001, Fostering deep and elaborative learning and generic(soft) skill development: the strategic use of case studies in accounting education, Accounting education, vol. 10, no. 1, pp. 37-60.

Document type: Journal Article
Collection: School of Accounting, Economics and Finance
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Title Fostering deep and elaborative learning and generic(soft) skill development: the strategic use of case studies in accounting education
Author(s) Boyce, Gordon
Williams, Sarah
Kelly, Andrea
Yee, Helen
Journal name Accounting education
Volume number 10
Issue number 1
Start page 37
End page 60
Publisher Routledge
Place of publication London, England
Publication date 2001-03
ISSN 0963-9284
Keyword(s) case studies
soft skills
generic skills
deep processing
elaborative processing
learning style
assessment
Summary It is vital that accounting educators take responsibility for the development of students' generic (soft) skills in conjunction with, discipline-specific skills. Research indicates that the typical learning styles of accounting students are not suited to the acquisition of generic skills. In this paper learning theory is used to provide a framework to support the use of case studies as a tool to promote appropriate learning styles and thereby enhance generic skill development. The paper details a number of strategies that may be implemented with case studies to achieve these goals. The implications for accounting educators, which are significant, are discussed.
Language eng
Field of Research 150199 Accounting, Auditing and Accountability not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2001 Taylor & Francis Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008386
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